University student satisfaction and perceived performance in the online learning environment during the COVID-19 pandemic: evidence from ten countries
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PLoS One. Oct 20, 2021; 16 (10): e0258807. doi: 10.1371 / journal.pone.0258807. Electronic collection 2021.
The outbreak of the COVID-19 pandemic has significantly shaped higher education and has seen the marked increase in online learning as a mandatory part of the modern education landscape. Thus, this study highlights the factors that influenced students’ perception of their academic performance during this emergency switch to e-learning. The empirical analysis is carried out on a sample of 10,092 higher education students from 10 countries on 4 continents during the first wave of the pandemic through an online survey. A structural equation model revealed that the quality of online learning was mainly derived from the quality of the service, the active role of the teacher in the online education process and the overall quality of the system, while that students’ digital skills and online interactions with colleagues and teachers were seen as slightly less important factors. The impact of the quality of online learning on student performance was strongly influenced by their satisfaction with online learning. In general, the model gave fairly consistent results across countries, sex, fields of study and levels of study. The results provide a basis for policy recommendations aimed at helping policy makers integrate e-learning issues into current circumstances and any new similar situation.